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Using Research to Inform Literacy Instruction: How Should We Teach Students to Read Unknown Words?
Online professional development module addressing the questions: “Should I teach students to use semantics and syntax to read words they don’t know? Should I teach students to guess a word based on pictures, context, and/or the first letter of the word?” And, "When a student struggles with the alphabetic principle, should I have him practice reading in decodable texts, or leveled/predictable texts or both?"
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Using Research to Inform Literacy Instruction: What Do We Know About “Balanced” Literacy?
Online professional development module addressing the question: “What Do We Know About “Balanced” Literacy?”
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Using Research to Inform Literacy Instruction: Do Children Learn to Read Naturally?
Online professional development module addressing the question: “I think learning to read is like learning to speak. It’s developed through a process that all children naturally go through. Isn’t this correct?”
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Planning Meaningful Literacy Centers
Video showing one teacher effectively setting up and managing centers and teacher-led small groups.
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Comprehension Strategy: Get the Gist
Video demonstrating the Get the Gist Comprehension strategy.
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Word Identification Strategies: HINTS and SPLIT Strategies
Video that illustrates two strategies for teaching multisyllabic word reading.
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Enhancing Adolescents’ Comprehension of Text by Building Vocabulary Knowledge
This evidence-based article discusses effective vocabulary instruction containing many elements.
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Selecting Appropriate Text for Adolescents With Disabilities
Most students with disabilities are expected to enter the workforce after high school or attend postsecondary institutions to engage in further study (Cortiella & Horowitz, 2014). Working knowledge of the general curriculum from content area classes (e.g., civics, history, science, English language arts) serves students well during middle school, high school, and after high school. In these settings, many students with disabilities are included in the general education classroom and struggle with text-reading demands. The purpose of the article is to provide general and special educators with an interpretation of the Common Core State Standards text-selection guidelines and guidance on how to use them to evaluate text.
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